Before going over the section in the text book for viruses in entirety.
1. Students will be asked to list in their journal characteristics of living organisms (What makes an organism be classified as "living)
2. Next, we will briefly discuss these characteristics through a class discussion. We can compare these characteristics to a flame.
3. Finally, I will ask students to decide based on the checks/minuses (which characteristics a flame has) that if an object/organism has some but not all, is it living or non-living.
4. They will have to do the same thing by determining if a virus is living or non-living
5. Students will go to the computer lab and be expected to complete a "CDC FACT SHEET" which students will have to do their own research on a particular virus which they have signed up for to answer the following:
1. what type of virus is this
2. draw and label the virus
3. what is the anatomy of a virus (what shape, what kind of nucleic acid it contains)
4. what are the modes of transmission
5. what are the signs and symptoms
6. what tests diagnos these viruses
7. has it caused an endemic, epidemic or pandemic
8. what are the treatments (drugs, vaccinations, preventative, relieve or cure)
9. historical impact of virus
10. country of origin
11. mortality rate
each student must complete this 2 sided-fact sheet on their virus. After completion, I will put these viruses together to make a CDC Medical Reference book and photocopy the book so that 1 table gets a book.
Using the book and the information on the cdc fact sheets, students in the group must determine the answers to the following questions (informal assessment which will replace notes)
3 shapes of virus
what does neurotropic, dermotropic, viscerotropic and pneumotropic mean?
what type of nucleic acid it a virus will contain
if it is uni cellular, multi cellular or non-cellular (and its structure)
modes of viral transmission
the difference between signs and symptoms?
What is the difference between en,epi,pandemics?
how viruses are killled or are they simply treated
what a lytic viruses v. latent virus means
To take this a step further................(formal assessments)
Students will be given a quiz where in groups, they will have to diagnose 10 patients by reviewing medical records (patient admission records) which tell a back story, patient info including pulse, blood pressure, weight, height, and signs/sympoms, diagnostic test ordered.
The group will use this medical reference book (full of each students CDC fact sheets) to diagnose one patient at a time. Each group is handed a folder that looks like an actual medical record. They must talk it throught, utilize the book to properly diagnose the student based on the information in the medical chart. Once they are completed, they will turn in the patient medical chart and they will be given another.
This activity allows students to engage in an inquiry activity & performance assessment. They will learn how to perform their own research, determine what sources of information are valid and reliable, determine what information is more important than other pieces. It allows students to make connections to a topic that is very much relevant, use it to make predictions and inferences.
Before going over the section in the text book for viruses in entirety.
1. Students will be asked to list in their journal characteristics of living organisms (What makes an organism be classified as "living)
2. Next, we will briefly discuss these characteristics through a class discussion. We can compare these characteristics to a flame.
3. Finally, I will ask students to decide based on the checks/minuses (which characteristics a flame has) that if an object/organism has some but not all, is it living or non-living.
4. They will have to do the same thing by determining if a virus is living or non-living
5. Students will go to the computer lab and be expected to complete a "CDC FACT SHEET" which students will have to do their own research on a particular virus which they have signed up for to answer the following:
1. what type of virus is this
2. draw and label the virus
3. what is the anatomy of a virus (what shape, what kind of nucleic acid it contains)
4. what are the modes of transmission
5. what are the signs and symptoms
6. what tests diagnos these viruses
7. has it caused an endemic, epidemic or pandemic
8. what are the treatments (drugs, vaccinations, preventative, relieve or cure)
9. historical impact of virus
10. country of origin
11. mortality rate
each student must complete this 2 sided-fact sheet on their virus. After completion, I will put these viruses together to make a CDC Medical Reference book and photocopy the book so that 1 table gets a book.
Using the book and the information on the cdc fact sheets, students in the group must determine the answers to the following questions (informal assessment which will replace notes)
3 shapes of virus
what does neurotropic, dermotropic, viscerotropic and pneumotropic mean?
what type of nucleic acid it a virus will contain
if it is uni cellular, multi cellular or non-cellular (and its structure)
modes of viral transmission
the difference between signs and symptoms?
What is the difference between en,epi,pandemics?
how viruses are killled or are they simply treated
what a lytic viruses v. latent virus means
To take this a step further................(formal assessments)
Students will be given a quiz where in groups, they will have to diagnose 10 patients by reviewing medical records (patient admission records) which tell a back story, patient info including pulse, blood pressure, weight, height, and signs/sympoms, diagnostic test ordered.
The group will use this medical reference book (full of each students CDC fact sheets) to diagnose one patient at a time. Each group is handed a folder that looks like an actual medical record. They must talk it throught, utilize the book to properly diagnose the student based on the information in the medical chart. Once they are completed, they will turn in the patient medical chart and they will be given another.
This activity allows students to engage in an inquiry activity & performance assessment. They will learn how to perform their own research, determine what sources of information are valid and reliable, determine what information is more important than other pieces. It allows students to make connections to a topic that is very much relevant, use it to make predictions and inferences.